Computing Science students with dyslexia can face additional challenges when learning to program. Dyslexia is traditionally characterised by difficulties with reading, spelling, memory retention and phonological impairments, all of which are classed as neurological disabilities. Such neurological disabilities are likely to impact student retention, motivation and success, which is antithetical to developing an accessible and inclusive curriculum. Although, there has been extensive research on dyslexia at school level this diminishes at higher education level.

Previous research has found that students with dyslexia who are learning to program struggle more with key concepts such as Object Orientated programming. Consequently, given the need to ensure an inclusive curriculum we must move beyond the usual accommodations of additional time and consider how we can target support for students with dyslexia in learning to program.

This paper identifies gaps in existing research through a systematic literature review by assessing literature regarding general challenges for those with dyslexia, programming challenges for all students and the challenges students with dyslexia face when learning to program. This paper focuses on two research questions, research question 1 was to identify the challenges all students face, using previous literature research. RQ-1: What are the commonly identified challenges in learning to program, learning to program with dyslexia, and general learning for those with dyslexia in higher education? Additionally, research question 2 was comparing the challenges identified in question 1. RQ-2: What are the differences, and the similarities of challenges faced by students learning to program who have dyslexia, compared to the challenges faced by students without dyslexia?

To answer research question one a thematic analysis of the literature was utilized, key themes were identified, counted and coded, for each of the three questions. On completion of the thematic analysis the results were then analysed to identify the significant areas that dyslexic students and students struggle with in learning to program. Once key challenges were identified for students with and without dyslexia, we then compare the similarities and differences between the challenges, giving an answer to research question two. This research helps to identify the fundamental areas that students with dyslexia struggle with such that future research can explore how to enable students with dyslexia to achieve their full potential when studying computing science.

Keywords: Education, accessibility, dyslexia, programming.